scholarly journals A social network perspective on peer supported learning in MOOCs for educators

2014 ◽  
Vol 15 (5) ◽  
Author(s):  
Shaun Kellogg ◽  
Sherry Booth ◽  
Kevin Oliver
Keyword(s):  
New Media ◽  
Learning Communities ◽  
Wide Spectrum ◽  
Social Supports ◽  
Peer Networks ◽  
Online Learning Communities ◽  
Mixed Methods Case Study ◽  
Development Face ◽  
K 12

<p>A recent phenomenon in the MOOC space has been the development of courses tailored to educators serving in K-12 settings. MOOCs, particularly as a form of educator professional development, face a number of challenges. Academics, as well as pundits from traditional and new media, have raised a number of concerns about MOOCs, including the lack of instructional and social supports. It is an assumption of this study that challenges arising form this problem of scale can be addressed by leveraging these massive numbers to develop robust online learning communities. This mixed-methods case study addresses critical gaps in the literature and issues of peer support in MOOCs through an examination of the characteristics, mechanisms, and outcomes of peer networks. Findings from this study demonstrate that even with technology as basic as a discussion forum, MOOCs can be leveraged to foster these networks and facilitate peer-supported learning. Although this study was limited to two unique cases along the wide spectrum of MOOCs, the methods applied provide other researchers with an approach for better understanding the dynamic process of peer supported learning in MOOCs.</p>

Connecting First Year Students to Formal and Informal Learning Experiences

2013 ◽  
pp. 51-67 ◽  
Author(s):  
Melissa L. Johnson ◽  
Laura Pasquini ◽  
Michelle R. Rodems
Keyword(s):  
Learning Communities ◽  
First Year ◽  
First Year Students ◽  
University Of Florida ◽  
Online Learning Communities ◽  
Formal And Informal Learning ◽  
Definition Of ◽  
The University ◽  
First Year Seminar

This case study, an honors first year seminar from the University of Florida, USA, demonstrates the benefits and challenges of these developments in education. The case expands the definition of formal, informal, and online learning communities in the context of a first year seminar.

scholarly journals Regional Collaboration for Sustainability via Place-Based Ecology Education: A Mixed-Methods Case Study of the Upper Valley Teaching Place Collaborative

2018 ◽  
Vol 9 (1) ◽  
pp. 6 ◽  
Author(s):  
Michael Duffin ◽  
Elizabeth Perry
Keyword(s):  
Geographic Region ◽  
Primary Data ◽  
Mixed Methods Case Study ◽  
Regional Collaboration ◽  
Ecology Education ◽  
Core Practices ◽  
Professional Development Organizations ◽  
Survey Responses ◽  
K 12

Place-based Ecology Education (PBEE) has emerged as a compelling approach to achieving the sustainability goals of Environmental Education (EE), including helping children understand, care about, and take action to protect the environment. Collaboration for teacher training can amplify and expand the reach and effectiveness of PBEE within a given geographic region. This case study of a collaborative of five PBEE professional development organizations provided a noteworthy example of collective evaluation. The primary data source was quantitative and qualitative analysis of 156 survey responses from K-12 classroom teachers, administered from 2016 to 2018 in the Upper Valley region of New Hampshire and Vermont. On average, teachers reported medium-sized (Cohen’s d 0.4 to 0.6), statistically significant changes over the prior year for all six PBEE core practices measured. Teacher responses to open-ended survey items suggested that PBEE often involves coordination between and contribution from multiple players with different roles but similar goals. Cross tabulation with quantitative results suggested that collaboration within schools was a central factor associated with high levels of PBEE practice.

Hybridizing Online Learning with External Interactivity

2010 ◽  
pp. 24-41 ◽  
Author(s):  
Donna Morrow ◽  
Richard G. Bagnall
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Local Community ◽  
Online Professional Development ◽  
Online Learning Communities ◽  
On Line ◽  
External Learning ◽  
On Line Learning

One approach to hybrid learning is to hybridize online learning through recognizing and including external interactivity. This chapter examines that possibility. After reviewing the nature of interactivity and individual learner experience in online learning communities, it presents a recent study of interactivity in online professional development learning by practising teachers. From that study emerges the importance and scope of external interactivity between the learner and his or her local community of colleagues, friends, and family in a learning community beyond the traditional online class. Building on that case study, and indications from the literature that its implications may be generalizable, the chapter suggests ways in which external interactivity can be recognized and included in the online learning environment – as a way of hybridizing on-line learning through its inclusion of learners’ interactive engagements in the external learning communities that they bring to their studies.

Students' Out-of-School Writing Practices in an Educational Facebook Application

2014 ◽  
pp. 154-170
Author(s):  
Thor Gibbins ◽  
Christine Greenhow
Keyword(s):  
Social Media ◽  
New Media ◽  
Leisure Time ◽  
Reciprocal Relationship ◽  
School Practices ◽  
Writing Practices ◽  
K 12 ◽  
Media Practices ◽  
Out Of School

In this chapter, the authors seek to help educators understand trends in students' writing outside of the classroom, with a particular emphasis on illuminating students' purposes and practices in writing within social media spaces. The authors synthesize current research on students' Internet and social media practices and offer a case study from their own research on students' writing within an educational Facebook application called Hot Dish. This chapter seeks to elucidate the reciprocal relationship between students out of school writing using popular social media and their in-school practices. Ultimately, the authors seek to help readers make connections between what students are doing with new media in their leisure time and the improvement of students' writing performance in K-12 settings, believing there may be important but under-explored synergies.

Students' Out-of-School Writing Practices in an Educational Facebook Application

2015 ◽  
pp. 1010-1026
Author(s):  
Thor Gibbins ◽  
Christine Greenhow
Keyword(s):  
Social Media ◽  
New Media ◽  
Leisure Time ◽  
Reciprocal Relationship ◽  
School Practices ◽  
Writing Practices ◽  
K 12 ◽  
Media Practices ◽  
Out Of School

In this chapter, the authors seek to help educators understand trends in students' writing outside of the classroom, with a particular emphasis on illuminating students' purposes and practices in writing within social media spaces. The authors synthesize current research on students' Internet and social media practices and offer a case study from their own research on students' writing within an educational Facebook application called Hot Dish. This chapter seeks to elucidate the reciprocal relationship between students out of school writing using popular social media and their in-school practices. Ultimately, the authors seek to help readers make connections between what students are doing with new media in their leisure time and the improvement of students' writing performance in K-12 settings, believing there may be important but under-explored synergies.

Online Learning Communities

2011 ◽  
pp. 552-572
Author(s):  
Chris Brook ◽  
Ron Oliver
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Contemporary Literature ◽  
Literacy Skills ◽  
Design Framework ◽  
Online Learning Community ◽  
Online Learning Communities ◽  
Construction Of Knowledge ◽  
K 12

This chapter reports a design framework intended to support and guide teachers in advancing K-12 literacy through principles of collaborative learning and the development of online learning communities. The study was guided by an investigation of contemporary literature focused on the community construct, online learning community development, the collaborative construction of knowledge, and the practices of experienced professionals working in the field. The intended outcome is a design framework that may be useful in guiding instructors in the advancement of K-12 literacy skills through the development of online learning communities.

Sign in / Sign up

Export Citation Format

Share Document